Subject specialist mentoring on the DET A discussion of the role of the Subject specialist mentor A summary of the DET teaching practice module assessment and your role within the process

Thank you for acting as a mentor

Our approach to teaching practice assessment The rationale is based on: the principle that through ongoing formative observation, high quality feedback and the setting developmental targets trainees are better equipped to develop their practice adopting an holistic approach which emphasises the importance of formative feedback from mentors, course tutors and observers and trainees’ self assessment ensuring that trainees take an active role in their teaching practice assessment through self assessment and active engagement with peers and mentors which includes them linking to evidence to show progress; target setting/sign off and selecting targets for observer feedback links to the sector Professional Standards and Ofsted requirements

Mentoring is… a supportive form of development. focuses on helping an individual with career and skills. personal skills can be discussed as the focus is on more than performance. may have organisational and individual goals. is often long term. is driven by the trainee who is advised ,“manage your mentor”.

A subject specialist mentor is someone who is … a specialist in the teaching, learning and assessment within a subject. up to date with the subject specialism. able to observe and provide good verbal and written feedback. able to identify subject related teaching targets. happy to share ideas and resources. happy to share employment and progression knowledge.

Questions to think about part one : subject specific knowledge considerations Is trainee’s knowledge up to date? Has the necessary knowledge been covered? Have common errors/misconceptions been discussed?

Questions to think about part two: application of subject knowledge considerations Was this knowledge applied to the learners with appropriate examples and clear explanations? Was the knowledge contextualised? Where relevant, is there reference to workplace practice? Was the knowledge and understanding combined with an understanding of the students’ needs? Is prior learning in the subject linked to new learning?

Questions to think about part three: delivery of subject knowledge considerations Were the learning outcomes appropriate for the session? Were the learning strategies and resources appropriate? Was there evidence of creativity, inclusivity and differentiation? Was there appropriate key skill development?

Questions to think about part four: use of assessment & feedback considerations Were assessment and feedback relevant to the topic? Were methods well used? How effectively was feedback given? How did this support ‘feed forward’ to help the learners to improve?

Resources Warwick University WMCETT University of Warwick Mentoring Toolkit Education and Training Foundation

The next 6 slides contain information about mentoring at the University of Worcester

What is required of trainees ? We recognise that mentors are busy people and ask trainees to respect this and take an active role in this important professional relationship; the trainee, not the mentor, should lead in managing the monitoring of the teaching practice Trainees should: Maintain a record of mentor meetings and actions through the Mentor Log Provide a copy of the Lesson Observation Form in advance of scheduled observations with 2 or 3 targets listed for feedback(from the trainee’s Teaching Practice Developmental Target log) Complete the trainee feedback section of the Lesson Observation Form Maintain an active Teaching Practice Developmental Target log and make this available to mentors as required Ensure that data from their Self Assessment Grid is incorporated into this process Engage as a professional with the DET teaching practice grading meetings.

What is required of mentors? Offer ongoing, regular support to your trainee, particularly in relation to subject specialism Contribute to completion of the trainee’s Mentor Log record of meetings and actions Complete at two written observations in one year (four for Fast-track DET) using the LLQT Observation Forms (forms provided by trainee) Work with your trainee to identify and track appropriate actions ( recorded in the Mentor Log) and developmental targets (recorded by the trainee in the Teaching Practice Developmental Log ) Sign off completed actions and targets Support the trainee in linking practice to the Professional Standards Support agreed action plans for trainees who are not on target. * Participate in the tripartite, grading discussions with your trainee and the course tutor including completion of the trainee’s Professional Report for this stage of assessment. *Not on target grades are shown in the DET Teaching Practice Assessment Overview

Incorporating the ETF Professional Standards There is discussion about the role of the Professional Standards in ITE and, for the purposes of the teaching practice module/s, the Professional Standards are embedded to meet the requirements of the OfSTED ITE Inspection Framework. “The 2014 professional standards are designed to: set out clear expectations of effective practice in education and training enable teachers and trainers to identify areas for their own professional development support initial teacher education provide a national reference point that organisations can use to support the development of their staff.” ITE Inspection Handbook (2014) Crown Copyright: Ofsted

Grading stages for DET Year 1 and 2: there are 3 grading stages in the DET teaching practice module/s * Stage One: Starting Point : By Week 6 Trainee and course tutor meeting. Resources: Updated SAG; ILP; mentor log ; observation report; Teaching Practice Development Target (TPDT) log. Outcome: Initial grade recorded in Professional Report Stage Two : Interim Grade: Week 10-22 Tripartite meeting ( Trainee, tutor, mentor (may be conducted online ). Resources: Updated SAG; TPDT log; ILP; mentor log; observation reports; previous professional report data. Outcome: Interim grade recorded in Professional Report Stage Three: Final grade: Week 24-30 Tripartite meeting (Trainee, tutor, mentor (may be conducted online). Resources: Updated SAG; TPDT log; ILP; mentor log; observation reports; previous professional report data. Outcome: Final grade recorded in Professional Report * Fast-track DET trainees will complete a modified version of this cycle

Trainees submission items for the teaching practice module All formal observation reports A signed teaching log The completed Professional Report which includes grades It is the trainee’s responsibility to collect and submit this evidence.

Mentor support contacts Your mentor support contacts are: Halesowen College trainees: Roshan Doug, r.doug@halesowen.ac.uk University of Worcester trainees Jane Sisk, j.sisk@worc.ac.uk Bournville College trainees Kelly Rogers, kelly.rogers@bournville.ac.uk,